Ambarsa : Jurnal Pendidikan Islam

Implementation of The Islamic Legal Maxim Al-Umūru bi Maqāṣidihā in Islamic Education Curriculum Planning

Fajar Alfaris, Hermawan, Andy Fahmi Halim, Fikry Firmansyah — Mon, 03 Aug 2026 00:00:00 +0000

This study aims to analyze the implementation of the Islamic legal maxim al-umūru bi maqāṣidihā in the curriculum planning of Islamic education at Pondok Pesantren Imam Muslim Al-Atsary Kediri. The research employed a qualitative approach with a case study design. Data were collected through in-depth interviews, participatory observation, and documentation involving pesantren leaders, curriculum administrators, and teachers. The findings reveal that the curriculum planning process is systematically oriented toward maqāṣid-based educational objectives, particularly in shaping Islamic character, strengthening religious understanding, and developing students’ da‘wah orientation. The implementation of the maxim is reflected in the determination of learning objectives, selection of curriculum materials, structuring of educational levels, and formulation of student achievement targets aligned with Islamic values. The study also identifies a strong integration between formal curriculum and hidden curriculum through habituation, discipline, and pesantren culture as media for value internalization. Theoretically, this research contributes to the development of Islamic Education Management by strengthening curriculum planning frameworks based on qawāʿid fiqhiyyah and maqāṣid al-sharī‘ah. Practically, the findings suggest that Islamic educational institutions should position goal orientation as the primary foundation in curriculum development to ensure coherent, value-based, and holistic educational outcomes.

Harmonizing Common Values and Theological Limits: An Islamic Perspective on Multiculturalism and Pluralism

Firanita Putri, Normuslim, Muslimah — Tue, 04 Aug 2026 00:00:00 +0000

This study aims to examine the compatibility of multiculturalism and religious pluralism within an Islamic framework by synthesizing shared human values alongside firmly established theological boundaries. Despite the growing necessity for interfaith harmony in diverse societies, confusion persists regarding how Islam distinguishes between accepting social multiculturalism and endorsing religious pluralism that relativizes truth claims. To address this issue, the research adopts a qualitative conceptual approach relying on primary textual analysis of the Qur'an, Hadith, and classical theological literature. Data collection is conducted through a structured thematic literature search focused on Islamic jurisprudence, ethics, and contemporary socio-religious discourse. The collected textual evidence is then examined using critical discourse analysis and comparative content analysis to evaluate the boundaries of religious tolerance versus doctrinal exclusivity. The findings demonstrate that Islam strongly affirms multiculturalism through the Qur'anic concept of ta'aruf and the intrinsic dignity accorded to all human beings. Furthermore, Islamic tradition provides a robust framework for shared civic values, justice, and peaceful coexistence across diverse social and ethnic backgrounds. However, the study reveals a clear theological demarcation where mainstream Islamic scholarship critiques radical religious pluralism that seeks to equate distinct theological truth claims. The analysis underscores that respecting the rights of religious minorities does not require the dilution of core Islamic creed ('aqidah). Future research should empirically investigate how local Islamic institutions operationalize these theological boundaries within everyday civic engagement in multicultural urban environments.

Eco-Theology in the Classroom Integrating the Sustainable Development Goals (SDGs) into Islamic Religious Education Curricula

Ratna Utami Nur Ajizah, Wardatul Ummah — Sat, 29 Aug 2026 00:00:00 +0000

Addressing the escalating global ecological crisis requires a fundamental shift in how religious education is approached moving past purely ritualistic teachings toward fostering active environmental stewardship. Yet, bridging the gap between Islamic Religious Education and the Sustainable Development Goals (SDGs) remains a pressing challenge that is rarely examined in practice. To address this gap, this qualitative case study explores how educators in Indonesian higher education interpret and weave Islamic eco-theology into their classrooms. Drawing data from in-depth interviews, classroom observations, and curriculum document analysis, our investigation indicates that while teachers widely recognize the theological imperative of khalifah fil ardh (stewardship), translating this concept into daily pedagogy often results in fragmented practices. Specifically, three distinct integration tiers emerged from the field: superficial insertions, thematic correlations, and transformative paradigms. Furthermore, rigid grading frameworks and a lack of contextual pedagogical tools present notable hurdles to meaningful implementation. Ultimately, this study suggests that aligning IRE with global sustainability demands more than a structural overhaul of syllabi; it calls for an epistemological awakening among educators. These insights provide a practical roadmap for academic leaders aiming to position Islamic education as a vital driver for ecological sustainability.

Integrating Scientific Values into the Islamic Religious Education Curriculum: Pedagogical Innovations and Implementation Challenges

Sat, 29 Aug 2026 00:00:00 +0000

This study aims to analyze the integration of scientific values into the Islamic Religious Education (PAI) curriculum alongside its corresponding pedagogical innovations and implementation barriers. However, a persistent structural dichotomy between normative religious instruction and empirical scientific reasoning continues to impede holistic curriculum development in Islamic secondary schools. Employing a qualitative case study design, this research investigated authentic classroom practices and administrative structures within the school environment. Data were gathered using semi-structured interviews with key educational actors, non-participant field observations, and extensive curriculum document analysis. The collected qualitative data were systematically processed using Miles, Huberman, and Saldana’s interactive analysis model, encompassing data condensation, structured data displays, and continuous conclusion verification. The findings reveal that contextualizing Quranic scientific verses through inquiry and project-based learning transforms traditional PAI into an active analytical discipline. Hands-on greenhouse experimentation and laboratory water testing successfully bridge scriptural exegesis with empirical scientific investigation. Students demonstrate heightened critical thinking and deeper spiritual reflection when analyzing natural phenomena through integrated project-based assignments. Future research should conduct multi-site mixed-methods evaluations to develop standardized interdisciplinary professional development frameworks for religious educators across diverse Islamic educational contexts.

Exploring the Synergy of Cooperative and Problem-Based Learning in Islamic Religious Education: A Qualitative Inquiry into Student Learning Outcomes

Moh. Ali Hisam, Aziz Tatapangarsa — Sat, 29 Aug 2026 00:00:00 +0000

This study aims to explore the synergistic implementation of Cooperative Learning (CL) and Problem-Based Learning (PBL) in Islamic Religious Education and its impact on student learning outcomes. Despite growing interest in active learning, the combined pedagogical effects of integrating CL and PBL specifically within Islamic education settings remain under-researched. This research employed a qualitative case study approach to examine classroom dynamics and pedagogical practices deeply. Data were collected using semi-structured interviews, classroom observations, and documentation analysis involving students and educators. The gathered qualitative data were analyzed iteratively using thematic analysis, involving data reduction, data display, and conclusion drawing. Regarding implementation, educators successfully merged small-group collaboration with real-world problem-solving scenarios tailored to Islamic moral and ethical contexts. Students actively engaged in structured team discussions to analyze contemporary religious dilemmas, fostering mutual interdependence and collective accountability. In the cognitive domain, this integrated approach significantly enhanced critical thinking skills, analytical capabilities, and conceptual understanding of complex Islamic teachings. In the affective domain, cooperative problem-solving cultivated deeper empathy, religious tolerance, ethical awareness, and mutual respect among peers. In the psychomotor domain, students demonstrated improved active participation, collaborative presentation abilities, and practical application of religious principles in group activities. Future research should investigate the longitudinal impacts and quantitative scalability of this integrated model across diverse educational levels.

Islamic Educational Media in the Information Technology Era: Opportunities and Challenges

Dede Rubai Misbahul Alam, Nabila Pairuza, Nabilah Nurfaizah — Sun, 30 Aug 2026 00:00:00 +0000

This study aims to examine the role and implementation of Information Technology (IT)-based media in Islamic Religious Education (PAI). Specifically, it investigates the integration of IT tools—ranging from interactive multimedia to Artificial Intelligence (AI)—within the educational framework of PAI. The research employs a qualitative literature review approach to explore how these technological innovations can impact the learning process, particularly in terms of visualizing abstract Islamic concepts and increasing the flexibility of learning experiences. However, the study also highlights key challenges, including the need for teacher competence in using these technologies effectively, the ethical implications of digital content, and the risk of social isolation resulting from an over-reliance on digital tools. The findings reveal that while technology can significantly enhance the educational experience by making abstract concepts more accessible and engaging, it should not replace the human element essential to the teacher-student relationship in Islamic education (tarbiyah). The study suggests that IT should be used as a complementary tool (wasa'il) to facilitate learning, but the spiritual and ethical guidance provided by teachers remains irreplaceable in nurturing Islamic values and character in students. The research recommends that future studies focus on developing comprehensive teacher training programs that address both the technical and ethical aspects of using IT in Islamic education. Additionally, exploring hybrid models that blend digital and traditional pedagogical approaches could offer a more balanced and effective educational experience for students in the digital age.